måtteorin

Måtteorin, often translated as "mat theory," is a concept found in some educational contexts, particularly in Scandinavian countries, related to the development of mathematical understanding in young children. It focuses on the idea that children learn mathematics through interaction with their environment and through engaging with tangible objects and experiences. The core principle is that mathematical concepts are not abstract entities to be memorized but rather are understood through concrete manipulations, comparisons, and pattern recognition.

The theory emphasizes the importance of play and exploration as pathways to mathematical learning. Instead of formal instruction, children are encouraged to explore quantities, shapes, and spatial relationships through their own activities. This might involve sorting objects, building with blocks, or engaging in simple counting games. The role of the educator is to facilitate these explorations, provide a rich environment with diverse materials, and observe the child's emerging mathematical ideas.

Måtteorin suggests that a child's mathematical thinking develops organically from their sensory and motor experiences. By physically interacting with the world, children build an intuitive understanding of mathematical principles. For example, understanding "more" or "less" might come from comparing the number of toys they have versus their sibling's toys, or understanding conservation of number through arranging objects in different ways. The theory advocates for a gradual progression from concrete experiences to more abstract mathematical representations.